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O presente estudo teve como objetivo avaliar o efeito da expectativa na reorganização de aspectos espaciais e temporais em ações interceptativas. O estudo foi conduzido em dois experimentos, nos quais os participantes interceptaram manualmente um alvo móvel virtual em situações com diferentes probabilidades de mudança de trajetória/velocidade de deslocamento do alvo. Em ambos os experimentos foi realizada a comparação entre um grupo que recebeu informação verbal sobre a probabilidade de mudança de trajetória/velocidade (PR), e outro que não recebeu informação (SI) sobre as características probabilísticas da tarefa. Os resultados do experimento com mudança de trajetória indicaram que, além da reorganização na dimensão espacial ocorrer de maneira gradativa, as ações interceptativas parecem ter sido controladas por um mecanismo preditivo que é atualizado ao longo do tempo por informação visual. Em ambos os experimentos foi mostrado que a probabilidade do contexto influenciou as características espaciais e temporais da reorganização do movimento. Contudo, essa influência ocorreu somente no fim de uma série de tentativas. Este resultado, em conjunto com a ausência de diferença em aspectos cinemáticos e de desempenho entre os grupos experimentais, sugere que a expectativa de deslocamento futuro do alvo foi criada em função das tentativas iniciais de uma série e não pela informação verbal / The aim of the present study was to evaluate the effect of expectancy on reorganization of spatial and temporal dimensions in interceptive actions. The study was conducted through two experiments in which participants were to manually intercept a virtual moving target with different probabilities of target trajectory/velocity shift. Comparison between a group that received verbal information concerning probability of target trajectory/velocity shift (PR), and another group that did not receive that information (SI) was made in both experiments. Results of the experiment on target trajectory shift showed that, in addition to gradual movement reorganization in the spatial dimension, interceptive actions were controlled by a predictive mechanism which seemed to be continuously updated by visual information. Of main interest, it was shown that in both experiments probability of target trajectory/velocity change influenced the spatial and temporal characteristics of movement reorganization. However, this influence occurred only at the end of a series of trials. The same effect was observed in the experiment on target velocity shift. This result, adjoined with the absence of difference in kinematic and performance aspects between experimental groups, suggests that expectancy about future target displacement was created by the initial trials of a series and not by verbal information on probability of target trajectory/velocity shift

Cognition has for a long time been viewed as a process that can be described in terms of computational symbol manipulation, i.e. a process that takes place inside people’s heads and is largely unaffected by contextual aspects. In recent years, however, there has been a considerable change in the way researchers look at and study human cognition. These changes also have far-reaching implications for education and educational research. Situated learning is a theoretical framework in which sociocultural aspects of cognition and learning are strongly emphasised, that is, the context in which learning takes place is an important part of learning activity. The concept of activity is central to situated learning theories, but activity has been considered an exclusively sociocultural process in which the body only plays a minor role. In embodied cognition research, on the other hand, there is an increasing awareness that mind and body are inextricably intertwined and cannot be viewed in isolation. Findings in cognitive neuroscience provide additional evidence that cognition is tightly linked to perception and action. The aim of this thesis has been to investigate the role of the body in situated learning activity by integrating these different perspectives on cognition and learning. The analysis suggests that, like individual human conceptualization and thought, situated learning is in fact deeply rooted in bodily activity. In social interactions the body provides individuals with a similar perspective on the world, it functions as a means of signalling to others what cannot (yet) be expressed verbally, and it serves as a resonance mechanism in the understanding of others.

Previous investigations comparing direct versus indirectly cued movements have consistently shown that indirectly cued movements take longer to prepare (Neely and Heath, 2010) and involve the recruitment of additional brain areas (Connolly et al., 2000). This increase in processing time has been associated with the additional cognitive transformations required of the task (Neely and Heath, 2010). In the present study we investigated whether differences between direct versus indirectly cued movements are also reflected in the time course of motor preparation. Participants performed a targeting task, moving directly to the location of a visual cue (i.e., directly cued movement) or to a location that differed by 60˚, 90˚, or 120˚ with respect to the visual cue provided (i.e., indirectly cued movements). Participants were instructed to initiate their movements concurrently with an anticipated go-signal. To examine the time course of motor preparation, a startling acoustic stimulus (SAS, 124dB) was randomly presented 150 ms, 500 ms, or 1000 ms prior to the go-signal. Results from the startle trials revealed that the time course of motor preparation was similar regardless of the angle of rotation required and hence whether it was a direct or indirectly cued trial. Specifically, motor preparation was delayed until less than 500 ms prior to movement initiation for both direct and indirectly cued movements. These findings indicate that similar motor preparation strategies are engaged for both types of cued movements, suggesting that the time to prepare a motor response may be similar regardless of whether a cognitive transformation is required.

Proprioception is recalibrated following reaches with misaligned visual feedback of the hand, such that one’s sense of felt hand position is shifted in the direction of the visual feedback provided (Cressman & Henriques 2009). In the current experiment, we examined the ability of proprioceptive recalibration to be retained over an extended period of time (i.e. 4 days), and the benefits of additional training on retention in the form of recall and savings (i.e. faster re-learning on subsequent testing days). Twenty-four participants trained to reach to a target while seeing a cursor that was rotated 30° clockwise relative to their hand on an initial day of testing. Half of the participants then completed additional reach training trials on 4 subsequent testing days (Training group), whereas the second half of participants did not complete additional training (Non-Training group). Participants provided estimates of their felt hand position on all 5 testing days to establish retention of proprioceptive recalibration. Results revealed that proprioceptive recalibration was recalled 24 hours after initial training and that there was no benefit of additional training. Retention in the form of savings was observed on all days for the Training group and on Day 5 in the Non-Training group. These results reveal that proprioceptive recalibration does not benefit from additional training but is retained in the form of recall and savings. Taken together, results from the two groups of participants showed that the sensory system’s ability to change over time appeared to saturate early on, within two days of training. Moreover, the different time scales (i.e. 1 day for recall versus 4 days for savings), suggested that distinct processes may underlie recall and savings of proprioceptive recalibration.

The Process Dissociation Procedure (PDP) and Verbal Report Framework (VRF) have demonstrated that both explicit (Explicit Adaptation, EA) and implicit processes (Implicit Adaptation, IA) contribute to visuomotor adaptation. However, the definition of EA is inconsistent across the two paradigms, such that the PDP refers to EA as reflecting one’s knowledge regarding how they have to reach in the novel visuomotor environment, while the VRF refers to EA as reflecting pre-planned aiming strategies. The objective of the current experiment was to compare EA as assessed via the PDP and VRF and hence provide insight into if they are assessing similar explicit processes. Sixty-one participants were evenly divided into three groups (PDP, VRF and VRF-No Cursor) and trained to reach in a virtual environment with an aligned cursor (1 block of 45 trials) and then a cursor rotated 40° clockwise (CW) relative to hand motion (3 blocks of 45 trials). EA and IA were assessed immediately following each block of rotated reach training trials, and again 5-minutes later. In the assessment trials, the PDP group reached while using any learned strategy (EA+IA), or while not engaging in a strategy (IA) and the VRF group reported their planned aiming direction by picking a number from an array of numbers surrounding the target (EA), before reaching to the target (EA+IA) with visual feedback. The VRF-No Cursor group completed the same assessment trials as the VRF group, but no visual feedback was presented during assessment of EA and IA. Following this, participants completed a post-experiment questionnaire and a drawing task to assess their awareness of the visuomotor rotation and changes in their reaches respectively. We found that all groups adapted their reaches to the 40° CW cursor rotation. As well, averaged across participants, the magnitude and retention of EA and IA were similar between the PDP and VRF groups. However, the magnitude of EA established via the VRF was not related to participants’ post-experiment awareness of the visuomotor distortion and how they had changed their reaches, as observed in the PDP and VRF No-Cursor groups. Together, these results indicate that, while the PDP and VRF suggest similar contributions of EA and IA to visuomotor adaptation, the methods of assessment engage different explicit processes. EA assessed within the VRF does not reflect one’s awareness of the visuomotor distortion at the end of the experiment or how they changed their reaches.

To date, mental fatigue has been shown to lead to a general decline in cognitive processing and motor performance. The goal of the current research was to establish the impact of mental fatigue on the contributions of explicit (i.e., conscious strategy) and implicit (unconscious) processes to visuomotor adaptation. Participants were divided into Mental Fatigue (MF) and Control groups. Mental fatigue was induced through a time load dual back task (TLDB), in which participants were required to respond as quickly and accurately as possible to letters based on recall of previously presented letters, as well as digits displayed on the screen in a choice reaction time task. The TLDB task lasted for 32 minutes, and the Control group watched a documentary for a similar length of time. Subjective feelings of mental fatigue, as indicated on a self-report scale, demonstrated that mental fatigue was significantly higher for the MF group after completion of the TLDB task. There was no similar increase in mental fatigue for the Control group. The increased mental fatigue was associated with decreased visuomotor adaptation to a 40° cursor rotation and retention of visuomotor adaptation. In particular, participants in the MF group adapted their reaches to a lesser extent early in training compared to the Control group and demonstrated less retention of visuomotor adaptation following a 20-minute rest. Furthermore, correlational analyses established that greater mental fatigue reported by participants in the MF group was associated with less explicit adaptation and greater implicit adaptation. Taken together, these results suggest that mental fatigue decreases the ability to engage in explicit processing, limiting the overall extent of visuomotor adaptation achieved.

No / We often complete step downs in the absence of visual feedback of the lower-limbs, and/or of the area on the ground where we intend to land (e.g. when descending a step whilst carrying a laundry basket). Therefore, the present study examined whether information from lower visual field (lvf) provides any advantage to the control of step descent. Ten healthy subjects (age 24.4 ± 9.4 years) completed repeated step downs over three-step heights with visual information available from either full or upper visual fields (lvf occluded), and for specific intervals relative to step initiation. Visuomotor control of step descent was assessed by determining pre-landing kinematic measures and landing mechanic variables for the initial landing period. Findings indicate that whilst there were only limited effects on pre-landing kinematic measures under lvf occlusion, individual’s ability to plan/control landing mechanics was significantly different in such conditions compared to when they had access to full field vision. These changes were consistent with participants being uncertain regarding precise floor height when access to lvf was restricted, and consequently led them to adapt their landing behaviour but without fundamentally altering their stepping strategy. Compared to when vision was available throughout, the occlusion of vision (full or upper visual field) from toe-off or mid-swing onwards caused very few differences in landing behaviour. This suggests that the contribution of information from lvf to the control of landing behaviour occurs predominantly prior to or during movement initiation and that ‘online’ vision is used only in the latter portion of the descent phase to subtly ‘fine tune’ landings.

The human hand is critically important for the performance of many activities of daily living (ADL). This dissertation used three human subject studies to investigate how different types of motor repetition interact with the process of sensorimotor adaptation and learning in complex dexterous manipulation tasks that depend on finger force control or bimanual coordination. Moreover, these investigations were conducted in both young adults (YA) and older adults (OA) to reveal the extent to which the process of aging may alter such interactions. In the first study, it was found that the repetition of simple ballistic force exertion allowed YA to better adapt to external mechanical perturbation with their dominant hand during fast object transport than the repetition of continuous movement. In contrast, OA were not differently affected by these two types of repetition training. In the second study, the effect of the same two repetition types on learning to perform an inverted pendulum balance task was examined. It was found that OA but not YA were able to balance the pendulum longer with the ballistic force repetition than the continuous movement repetition. In the last study, participants must move both hands to simultaneously follow moving targets. It was revealed that adaption to unilateral visual or mechanical constraints was driven by the dominant hand in YA, but OA were not able to adapt to these constraints. Together with additional findings about balance control and visual attention, these results on the effect of motor repetition provide new insights into the mechanisms underlying sensorimotor learning, which will support future studies to improve the efficacy of neurorehabilitation for dexterous manual functions.

The conversion of a memory from an initially fragile state to an enduring representation requires cellular, molecular, and systems-level brain network changes. This reorganization is hypothesized to involve time-dependent neuroanatomical changes that may differentially support some types of remote versus recent memory, and may also influence the latency to decide and complete responses during retrieval. To quantify the timecourse of learning and retrieval after different retention durations, a paradigm is developed to measure in humans and monkeys the retrieval speed of visuomotor associations, which require an intact hippocampus for initial acquisition but not for retrieval after days or weeks. Two components of retrieval speed, a decision time to initiate movement and a velocity-dependent movement completion time to complete a motor response, are shown to change differently relative to a pre-retention baseline. Movement completion times decrease across repetitions within single learning session, and continue to decrease from the level reached at the end of learning following retention. Decision times also decrease within the learning session, but increase on the first post-retention retrieval attempt as a function of retention interval duration. Extensive practice is required for decision times to reach a level below that obtained at the end of learning, and the transition from a long- to short-latency decision depends on the number and spacing of practice trials. The findings are discussed in a framework in which post-retention processing time is influenced by the speed of visual identification, the time to retrieve the associative relationship from long-term memory, and the time to plan and execute a motor response. The creation of sparser, long-lasting visual form representations and strengthened cortico-striatal connections predict behavioral efficiency gains in visual identification and motor responses after learning. Decision times could be fast and automatic following extensive practice when the neural representation may become stored permanently in cortico-cortical and cortico-striatal linkages, or could increase after retention because of several cognitive and neural factors, including interference and frontal inhibition of the hippocampal system to prevent new learning before choice feedback. The experimental results are discussed in the context of the existing literature on memory consolidation.